1 ABSTRACT KHOTIMAH, CHUSNUL. 2015. The Effectiveness of Outdoor Learning toward Students’ Writing Skill at the Eleventh Grade of SMAN 1 Jetis Ponorogo in Academic Year 2015/2016. Thesis, English Education Department, Tarbiyah Facuty, State Islamic College of Ponorogo. Advisor Drs. H. Dolar Yuwono, M.Pd. Key word: Outdoor Learning and Writing Skill Writing is a complex activity since it requires students‟ comprehensive abilities such as mastering grammar, vocabulary, and punctuation. Writing is one of the English skills that should be taught integratedly, but it is regarded as the most difficult language skill to learn for learners. Outdoor learning or outdoor activities are activity that can be done by people to lose the feeling of boredom. It is more interesting that indoor activity, because these activities are conducted outdoor. The problem statement of this research is as follows: Is there any significant different of students‟ writing skill before and after being taught using Outdoor Learning at the Eleven Grade of SMAN 1 Jetis Ponorogo in Academic Year 2015/2016? The purpose of this research was to know whether there is significant different between the student‟s writing skill before and after being taught using Outdoor Learning in teaching writing at the Eleven Grade of SMAN 1 Jetis Ponorogo in Academic Year 2015/2016. This research applied quantitative research and used the pre experimental design. This research used pre test and post test. The population was 64 students that were taken from the eleventh grade students of SMAN 1 Jetis Ponorogo in academic year 2015/2016. The numbers of the sample in this research were 19 students. The technique of data collection was test and documentation. To analyze the data, it used t-test formula to know whether using outdoor learning in teaching writing is more effective than not using it. The result of the research showed that the value of t 0 between students‟ writing skill achievement before they were taught using outdoor learning and after they were taught using outdoor learning was 8,454. The result of computation based on t-test formula of 5% significant level was 2,13 and at significant level 1% was 2,95. The t 0 was higher than t t , so Ha was accepted and H0 was rejected. So, from the calculation above it can be concluded that there is a significant difference between students‟ writing skill before and after being taught using outdoor learning at the eleventh grade of SMAN 1 Jetis.
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1
ABSTRACT
KHOTIMAH, CHUSNUL. 2015. The Effectiveness of Outdoor Learning toward
Students’ Writing Skill at the Eleventh Grade of SMAN 1 Jetis Ponorogo in Academic Year 2015/2016. Thesis, English Education Department, Tarbiyah
Facuty, State Islamic College of Ponorogo. Advisor Drs. H. Dolar Yuwono,
M.Pd.
Key word: Outdoor Learning and Writing Skill
Writing is a complex activity since it requires students‟ comprehensive abilities such as mastering grammar, vocabulary, and punctuation. Writing is one of
the English skills that should be taught integratedly, but it is regarded as the most
difficult language skill to learn for learners. Outdoor learning or outdoor activities are
activity that can be done by people to lose the feeling of boredom. It is more
interesting that indoor activity, because these activities are conducted outdoor.
The problem statement of this research is as follows: Is there any significant
different of students‟ writing skill before and after being taught using Outdoor
Learning at the Eleven Grade of SMAN 1 Jetis Ponorogo in Academic Year
2015/2016? The purpose of this research was to know whether there is significant
different between the student‟s writing skill before and after being taught using
Outdoor Learning in teaching writing at the Eleven Grade of SMAN 1 Jetis Ponorogo
in Academic Year 2015/2016.
This research applied quantitative research and used the pre experimental
design. This research used pre test and post test. The population was 64 students that
were taken from the eleventh grade students of SMAN 1 Jetis Ponorogo in academic
year 2015/2016. The numbers of the sample in this research were 19 students. The
technique of data collection was test and documentation. To analyze the data, it used
t-test formula to know whether using outdoor learning in teaching writing is more
effective than not using it.
The result of the research showed that the value of t0 between students‟ writing skill achievement before they were taught using outdoor learning and after
they were taught using outdoor learning was 8,454. The result of computation based
on t-test formula of 5% significant level was 2,13 and at significant level 1% was
2,95. The t0 was higher than tt, so Ha was accepted and H0 was rejected. So, from the
calculation above it can be concluded that there is a significant difference between
students‟ writing skill before and after being taught using outdoor learning at the eleventh grade of SMAN 1 Jetis.
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CHAPTER I
INTRODUCTION
This chapter presents background of the research, limitation of the study,
question of the research, objective of the research, benefits of the research, and
organization of thesis.
A. Background of the Study
Language has an important role in human life for communication. It is
important not only for communication but also for getting information, sharing
something, and expressing human‟s feeling. According to Acher Cashdan that
there are four basic skills for students to master English language; listening,
speaking, reading and writing. The skills are needed to be learnt integratedly for
learners‟ development and they cannot be taught in piece mental action.1
Commonly, English four skills; they are speaking, writing, reading and listening.
Speaking and writing are productive skills while reading and listening are
receptive skills.
One of productive skill is writing. Writing is a complex activity since it
requires students‟ comprehensive abilities such as mastering grammar,
vocabulary, and punctuation. Before the students master those components well,
1 Ali Fuad Hendra,”The Effect of Pre-Questioning on the Reading Comprehension Achievement,”
(Skripsi, UIN, Jakarta, 2011), p.3
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they will not have a good writing skill. Therefore, grammar, vocabulary and
punctuation mastery is important to get a good writing skill.
Writing is one of the important skills to be mastered by the students.
They use it to communicate to each other, as means of ideas and emotional
expression, because when they write their ideas and emotion creatively, they are
communicating on paper in their very best way and purposes. According to
Maria Taselin, the ability to communicate in the written form possibly helps the
students to widen their horizon as the coverage and the intensity of writing
product will be greater as it exist longer across distance and time.2 Besides that,
to write well, the students are expected to be able to present their ideas in the
written form as writing is a means of communication. However, some think that
writing is not only delivering ideas to others but also using a sheer energy to
complete the writing process itself: thinking the ideas, preparing the outline,
transferring the outline into draft, revising the draft, and finally proofreading the
draft to prepare for the final outcome.
Writing is one of the English skills that should be taught integratedly,
but it is regarded as the most difficult language skill to learn for learners. It is
often perceived as the most difficult language skill since it requires a higher level
of productive language control than the other skills. In fact, the students are not
capable to make a good writing. The reason that they cannot make a good writing
2 Bambang Yudi Cahyono, The Teaching of English Language Skills and English Language
Componenets, (Malang: State University of Malang Press, 2010), p. 103
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is caused by poor vocabulary, difficulty in generating their idea, poor grammar,
and so on.
Another factor that influences the students have a poor writing is they
difficult to get the ideas. Beside that sometimes the teacher‟s method in teaching
writing make the students fell bored. To solve the problems above, the English
teachers can use some techniques to teach writing such as using various pictures;
contextual teaching and learning approach, using parallel writing technique, etc. By
applying one of the techniques, the teacher can encourage the students to participate
in the classroom activities. The teacher should be able to encourage the students to
express their ideas into good writing.
Nunan said that success in teaching depends on many factors; one of
them is teaching method.3 In fact, it is probably true to say that the successful of
teaching writing is caused by teaching method.
One of method that can be used to interest students to write English is
outdoor learning. Outdoor learning or outdoor activities are activity that can be
done by people to lose the feeling of boredom. It is more interesting that indoor
activity, because these activities are conducted outdoor. When we learn outdoor,
we can get more motivation to learn something.4 Besides that, in Journal House
of Common Educations mentioned, Outdoor education gives depth to the
3 David Nunan, Second Language Teaching and Learning, (USA: Hein Le & Heinle Publishe, 1999),
p. 249 4 Yudhi Widayanto, “Improving Students‟ Vocabulary Mastery Using Outdoor Activities (An Action
Research At Sixth Year Of Sd Negeri 2 Suru Geyer Grobogan In 2009 / 2010 Academic Year),” (Skripsi, Unmuh Surakarta,, Surakarta, 2010), p. 4.
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curriculum and makes an important contribution to students‟ physical, personal
and social education.5 Therefore, outdoor learning can interest students to write
something in English language.
In writing English, students usually fell difficult to get the idea. Students
might take much time to write down their ideas. So, to add students‟ motivation
in writing English they are asked to get out from classroom in order that they will
get new idea and more inspiration to write English. Learning inside a classroom
is a tried and tested method of organizing schooling. However, teachers and
learners have always valued the additional opportunities for learning provided by
a range of activities conducted outside the classroom.6 Thus, outdoor learning
can be used as alternative strategy to decrease students‟ boring during learning
inside classroom.
In SMAN 1 Jetis, the students also feel difficulty when they are asked to
write the text in English language. They usually feel bored studying in the
classroom. They feel difficulty to find some idea to be written. The English
teacher also not uses many various technique and media in teaching English
writing. The teacher only uses Genre Based Approach (GBA). So, the students
have not been able to get a good achievement in writing skill. To solve this
problem the teacher should ask the students to get out from the classroom and
allow them to explore their idea in the outdoor.
5 Journal House of Commons Education and Skills Committee : Education Outside Classroom, 2008.
Downloaded at 26 November 2015 at 4.17 WIB p.9 6 Journal Learning Outside the Classroom. Downloaded at 24 November 2015 at 5.08 WIB
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Based on the explanation above, the writer is interested in finding out
the effectiveness of outdoor learning to improve students‟ writing skill. Hence,
the writer make a research about, “The Effectiveness of Outdoor Learning
toward Students’ Writing Skill at the Eleventh Grade of SMAN 1 Jetis
Ponorogo in Academic Year 2015/2016”.
B. Limitation of the Study
To limit the scope of the study, the researcher will only discuss such as
follows:
1. This study will be done in the eleventh grade students of SMAN 1 Jetis
Ponorogo academic year 2015/2016.
2. This study will talk about outdoor learning, which is effective to improve
students‟ writing skill. It is done to find out the effective way to teach
writing skill.
C. Statement of the Problem
The problem that will be investigated in this study is, “Is there any
significant different of students‟ writing skill before and after being taught using
Outdoor Learning at the Eleven Grade of SMAN 1 Jetis Ponorogo in Academic
Year 2015/2016?
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D. Objective of the Research
The objective of this study is to know whether there is significant
influence between the student‟s writing skill that are before and after being
taught using Outdoor Learning in teaching writing at the Eleven Grade of SMAN
1 Jetis Ponorogo in Academic Year 2015/2016.
E. Benefits of the Research
The study is important for reasons as follows:
1. For students
This study may be helpful to the students, because outdoor learning
will make the students can relax their mind. So, it can make them easy
to write and get the ideas from the nature. Beside that it can improve
students‟ writing skill.
2. For teacher
The finding of this study may be helpful for the English teacher to
be employed in his/her teaching practice. It can be one of choices to do
in their classroom; if the students fell bored in the classroom the teacher
can ask them learning outside the classroom.
3. School
The finding of this study can be used as an input for the improving
of science related to the teaching learning language.
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4. The writer
The result of the study will answer this questions which are the
basic of the research.
F. Organization of the Thesis
The writer divides this research paper into five chapters:
Chapter I is introduction which covers background of the study, problem
statement, objective of the study, limitation of the study, benefits of the study,
and research paper organization.
Chapter II is related literature which delivers an appropriate theory with
the variables, previous study, and theoretical framework and hypothesis.
Chapter III is research methodology delivers method that presents the
type of the research, population and sampling, instrument of data collection,
technique of collecting data and technique for analyzing data.
Chapter IV is research finding and discussion delivers discusses research
result and discussion.
Chapter V is closing draws conclusion and suggestion.
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
This chapter discusses related theories to support the study. This includes:
review of the literature that consist of definition of writing, purpose of writing,
process of writing, teaching writing, writing assessment, definition of outdoor
learning the benefits of outdoor learning and kinds of outdoor learning, previous
research theoretical framework, and hypothesis.
A. Theoretical Background
In this chapter, the writer discusses about writing and outdoor learning.
1. Writing
a) Definition of writing
There are four skills in English, they are speaking, listening, reading
and writing. All those skills are very important for English learners. Each
skill has different function in English. Therefore, it is better for English
learners to master all of those skills. One of those important skills is writing
skill.
Writing has many definitions in various perspectives. Writing is one of
the most significant cultural accomplishments of human being. It allows us
to record and convey information and stories beyond the immediate
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moment.7
Writing allows us to communicate at a distance, either at a distant
place or at distant time. According to Cynthia and Jia Frydenberg writing is
a process because it goes through many stages.8 In other definition, writing
is a discovery process; it involves ideas, discovering how to organize them
and discovering what you want to put on your reader. Writing is a process
and a product.9 Thus, writing is a process of expressing the idea to get the
product that is called by written text.
According to Nunan, writing is the mental work of inventing ideas,
thinking about how to express them, and organizing them into statements
and paragraphs that will be clear to a reader.10
It means that writing is a
process to convey the idea from the writer to the reader clearly.
Besides that, according to Brown, writing is the ability of decoding
ideas, interest of feeling in written codes. It should be proposed to
communicate with the reader; to express ideas without pressure and explore
experience.11
In addition, Elbow in Brown‟s book also says that writing is a
two-step process. The first process is figuring out the meaning and the
second process is putting the meaning into language.12
Writing represents
what we think. It is caused the writing process reflects things, which stay in
7 Henry Rogers. Writing Systems: A Linguistic Approach. (Oxford: Blackwell Publishing: 2005), p. 1
8 Chyntia A & Jia Frydenberg, Writing to Communicate 2, (USA: Longman, 2008), p. xiii
9 David Nunan, Language Teaching Methodology, (New York: Prentice Hall, 1991), p. 86
10 David Nunan, Practical English Language Teaching, ( New York: Mc. Graw Hill, 2003), p. 88